IELTS Task 2 Opinion: Should All Children Learn to Cook?
Agree or disagree that every schoolchild should be taught to cook, with a clear position and developed examples.
- Time
- 40 min
- Length
- 250-300 words
Writadia · B2 · IELTS Task 2
NameClassDate
Your task
Some people think that all schoolchildren should be taught how to cook at school.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.
Writing toolkit
Open these only when you need them. Try the first draft on your own.
Plan it in steps
- Choose your position: agree, disagree or partly agree (be specific).
- Two reasons for your view, each with an example.
- Mention one argument against and answer it.
- Keep the same position from start to finish.
Useful phrases
Position
Reasons
Counter-argument
Conclusion
Tap a phrase to add it to your text. Gaps (…) are selected so you can type over them.
Vocabulary
- life skill
- a practical ability needed in everyday lifeCooking is a basic life skill.
- processed food
- food changed by industry, often less healthyThey rely on processed food.
- curriculum
- the subjects taught at a schoolThe curriculum is already full.
- budget
- the money availableFamilies on a tight budget.
Model answer (233 words)
Read it after you’ve written your own version. Notice the highlighted parts. The numbers explain why they work.
Some people believe that cooking should be a compulsory subject in schools. I agree with this view to a large extent, as cooking is a basic life skill that affects health, money and independence.1
The most important reason is health.2 Many young people grow up eating mainly processed food because they have never learned to prepare a simple meal. If children practise cooking with fresh ingredients at school, they understand what goes into their food and are more likely to make healthier choices later. For example, a teenager who can make a quick pasta dish with vegetables is less likely to buy fast food every evening.
Cooking also teaches practical and academic skills.3 Following a recipe involves reading carefully, measuring quantities and managing time, so it supports subjects like maths. It can also help families on a tight budget, because home-cooked meals are usually much cheaper than ready-made ones.
Critics argue that the school curriculum is already full and that cooking should be taught at home.4 However, not all parents have the time or knowledge to do this, and schools are often the only place where every child receives the same opportunity. One lesson a week would be enough to make a difference.5
In conclusion, I believe that teaching all children to cook would bring clear benefits for their health and independence, and that schools are the fairest place for this to happen.
- Clear position in the introduction.
- Body 1: reason + explanation + example.
- Body 2: second reason.
- Counter-argument...
- ...and the answer to it.
Teacher notes
Band descriptors: a clear, consistent position throughout is required for Task Response 7+. Ask students to highlight their position sentence in the introduction and conclusion.
Extra challenge
Write a 60-word paragraph for a "disagree" essay. Which reason would you choose?
Lesson plan
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 10 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: life skill, processed food, curriculum, budget.
- 12 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “I strongly agree that ...”, “I agree with this idea to a large extent, because ...”, “The most important reason is that ...”.
- 38 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (250-300 words)
- 10 minPeer review
Students swap texts and fill in the peer-review sheet.
- 5 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
Assessment rubric
| Criterion | Band 7+ | Band 6 | Band 5 | Band 4 or below | Score |
|---|---|---|---|---|---|
| Task Response | All parts answered; position clear throughout and well supported. | All parts addressed; some ideas underdeveloped. | Task partly addressed; position sometimes unclear. | Barely addresses the task or off topic. | |
| Coherence and Cohesion | Logical flow; varied, natural linking; clear paragraphs. | Generally organised; linking sometimes mechanical. | Weak organisation; few or faulty linkers. | Ideas not linked. | |
| Lexical Resource | Wide, precise vocabulary; few slips. | Adequate range; some errors that do not block meaning. | Limited range; noticeable repetition and spelling errors. | Very limited; meaning often lost. | |
| Grammatical Range and Accuracy | Variety of complex structures; most sentences error-free. | Mix of simple and complex forms; errors rarely reduce clarity. | Mostly simple forms; frequent errors. | Errors seriously affect understanding. | |
| Total | |||||
Criterion names are the official IELTS criteria; descriptors are short classroom summaries. Each criterion carries equal weight.
Task checklist
- My position is clear in the first paragraph.
- Each body paragraph has one main reason.
- I answered the counter-argument.
Teacher comment
Peer-review sheet
Students swap texts and give each other feedback with this sheet.
Before you finish
Before you finish
- My position is clear in the first paragraph.
- Each body paragraph has one main reason.
- I answered the counter-argument.
Writadia · B2 · IELTS Task 2
Assessment rubric: IELTS Task 2 Opinion: Should All Children Learn to Cook?
| Criterion | Band 7+ | Band 6 | Band 5 | Band 4 or below | Score |
|---|---|---|---|---|---|
| Task Response | All parts answered; position clear throughout and well supported. | All parts addressed; some ideas underdeveloped. | Task partly addressed; position sometimes unclear. | Barely addresses the task or off topic. | |
| Coherence and Cohesion | Logical flow; varied, natural linking; clear paragraphs. | Generally organised; linking sometimes mechanical. | Weak organisation; few or faulty linkers. | Ideas not linked. | |
| Lexical Resource | Wide, precise vocabulary; few slips. | Adequate range; some errors that do not block meaning. | Limited range; noticeable repetition and spelling errors. | Very limited; meaning often lost. | |
| Grammatical Range and Accuracy | Variety of complex structures; most sentences error-free. | Mix of simple and complex forms; errors rarely reduce clarity. | Mostly simple forms; frequent errors. | Errors seriously affect understanding. | |
| Total | |||||
Criterion names are the official IELTS criteria; descriptors are short classroom summaries. Each criterion carries equal weight.
Task checklist
- My position is clear in the first paragraph.
- Each body paragraph has one main reason.
- I answered the counter-argument.
Teacher comment
Writadia · B2 · IELTS Task 2
Peer-review sheet: IELTS Task 2 Opinion: Should All Children Learn to Cook?
WriterReviewer
Read your partner’s text carefully. Be kind and specific: say why, not just “good”.
Task checklist
| Yes | Partly | No | |
|---|---|---|---|
| My position is clear in the first paragraph. | |||
| Each body paragraph has one main reason. | |||
| I answered the counter-argument. |
Questions
- Does the text cover every point in the task?
- Are there paragraphs? What is each one about?
- Write two linking words the writer used.
- Is there a sentence you had to read twice?
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Writadia · B2 · IELTS Task 2
Lesson plan: IELTS Task 2 Opinion: Should All Children Learn to Cook?
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 10 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: life skill, processed food, curriculum, budget.
- 12 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “I strongly agree that ...”, “I agree with this idea to a large extent, because ...”, “The most important reason is that ...”.
- 38 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (250-300 words)
- 10 minPeer review
Students swap texts and fill in the peer-review sheet.
- 5 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
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